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I am currently Deputy Headteacher at The International School of The Hague leading on whole school teaching and learning. I’ve been here for four years and before was in leadership at a large school in the UAE.

One of the unique aspects of teaching the IB curriculum at ISH is the fact that we are quite possibly the closest school geographically  to the IB HQ, and with that comes a lot of advantages…as well as expectations! In addition, we are an international school in every sense of the word with 106 nationalities in our student cohort and 45 nationalities in our staff body.

I am first and foremost an English Lang&Lit teacher, and have been teaching DP since 2013; I’m really excited to see how my own practices can be supported and developed through insights gleaned from this course. My most pressing question relates to the Paper 1 exam and the extent to which the IB tries to ensure stimulus material is engaging for students…the last couple of years exam texts have been a little stale..!

To develop positive online professional relationships, I’ll actively participate in discussions and offer thoughtful feedback, showing respect for others' ideas. I’ll communicate consistently, maintain a professional tone, and support others by sharing useful resources or advice. I’ll treat people as I would expect to be treated myself.

After this workshop, I want to ensure I’m integrating the IB Core more effectively into my lessons; I want to modify the structure of my lessons to allow for more work around the seven concepts; I want to also integrate work explicitly developing students’ skills based on ATLs.

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1. Teaching designed to remove barriers to learning

Without the support in accessing content, the learning process cannot begin; enablign students' access to lesson content is the foundation on which successful learninf can be built. Using data, whether qualitative or quantitative, to work out how best a student learns is an important part of effective lesson planning. Also, if a student is able to access content they are more likely to have fun and feel a sense of enrichment.

2. Teaching focused on conceptual understanding/Teaching based on inquiry

Moving from the concrete to the abstract is one of the reasons why I think the IB curriculum is so invigorating, as students are actively encouraged to focus not only on concrete skills development but also abstract application.

3. Teaching informed by assessment (formative and summative)

Linked to the point made above, it is important that a teacher understands what makes good assessment, and how this can be used to plan effective learning engagements. Formative assessments informs the minute by minute adjustments made to help shape learning and are an essential elements of any successful teachers' pedagogical repertoire. Summative assessments are the destination and data generated should always be used to ensure learning and progress is an organic trajectory.

4. Teaching focused on effective teamwork and collaboration

5. Teaching developed in local and global contexts

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1. What ideological biases exist in the IB mission statement, and how do you know this as a reader?

Having a read through of the IB material, the mission statement emphasises values such as international-mindedness, respect for cultural diversity, and the creation of a better world through education. The philosophy is based around a liberal, inclusive education emphasised through the use of phrases such as "better and more peaceful world".

2. What tone is created in the aims and assessment objectives, how does the author create it, and why?

A tone is created through the use of highly optimistic, inclusive language such as "foster" and "develop" as well as "encourage", suggesting objective which intend to help students grow and succeed. The IB philosophy is one of international mindedness and hope, therefore assessments are developmental, not judgmental or critical; assessments are seen as a way not to pigeon-hole a students but rather demonstrate that there is no-cap on their potential.

3. What words or phrases have a highly charged connotation, and what is the effect on the reader?

Words and phrases such as "Better world" suggests a future in which utopian principles are possible, drawing on the fact that our current world is not the best model and that there is a superior alternative within our reach.

"International mindedness" and "peaceful world" are again lexical choices which cluster to create a message of global solidarity.

4. What words or phrases demonstrate the ideological perspective of this text?

I found the following words and phrases particularly potent in demonstrating the ideological perspective of the IB mission and values:

"Global citizens"; "Intercultural understanding"; "Lifelong learners"; "empathy" and "compassion".

5. What is the dominant reading of this text and what might be an oppositional reading of the IB learner profile?

Dominant reading: The IB learner profile describes traits like being curious, knowledgeable, caring, open-minded, and reflective. These qualities seem to aim at shaping students into well-rounded, empathetic people who can contribute to the global community. From this perspective, the values the IB promotes are seen as positive and desirable, encouraging students to grow into thoughtful and compassionate individuals ready to make a difference in the world.

Oppositional reading: A more critical take might argue that the IB learner profile is too idealistic or even biased towards Western values. Some people might feel that the focus on "international-mindedness" and being a "global citizen" overlooks the importance of local or national identities, trying to fit everyone into a global mould. Plus, the idea of lifelong learning and always staying open-minded could be seen as too demanding, especially for students who face real-world challenges that make this constant growth harder to achieve.

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My course outline...so far!

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NickBruce_Studies in language and literature Course outline

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IO bullet point form

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NickBruce_Studies in language and literature Course outline